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Integrating Community into the Classroom

Community Gardening, Community Involvement, and Project-Based Learning

University of Illinois at Urbana-Champaign, rlanghout{at}mail.wesleyan.edu

Julian Rappaport

University of Illinois at Urbana-Champaign

Doretha Simmons

Woodson Elementary School

This article is about the tensions faced in facilitating the relationship between teachers and community members while working toward a community garden project. The authors adopt an ecological model for effective classroom-community collaboration and discuss how this process unfolded in the current setting. Two classroom projects serve as exemplars of culturally relevant classroom-community collaboration. The garden project is evaluated through classroom-community collaboration models. This evaluation includes a discussion of common and disparate goals of teachers and community members and how differences are navigated in the current milieu.

Urban Education, Vol. 37, No. 3, 323-349 (2002)
DOI: 10.1177/00485902037003002


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